memorandum - new mexico legislature 081913 item... · brian salter, it business analyst, new mexico...

August 19, 2013 MEMORANDUM TO: Legislative Education Study Committee FR: Candy Meza RE: STAFF REPORT: DUAL CREDIT REPORT: NEW MEXICO INTRODUCTION Dual credit programs allow high school students to take courses offered through a postsecondary educational institution and earn credit at the high school level and the college level simultaneously. Dual credit is frequently said to fulfill a number of purposes and produce a number of benefits, among them:

• providing high school students an introduction to college life; • affording high school students access to college-level material; • shortening the time – and thereby the expense – required to complete a postsecondary

degree; • suggesting college as a possibility for students who had not previously considered it; • enhancing the academic and vocational offerings of the school district; and • leading to better completion rates for students in both high school and college.

This staff report provides the committee with a summary of:

• 2012 interim reports to the Legislative Education Study Committee (LESC); • selected statistics from the New Mexico Dual Credit Annual Report for School Year

2011-2012; and • background.

Travis.Dulany

2013 letterhead

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Dr. Gerald R. Pitzl, P-20 Policy Analyst, Higher Education Department (HED), will provide the committee with an overview of the annual report. 2012 INTERIM REPORTS TO THE LESC During the 2012 interim, the committee was provided with two reports related to dual credit:

• in July, the committee heard a summary of the Dual Credit Report for School Year 2010-2011. Although there were no fiscal or policy recommendations included in the report, the following information was reported:

dual credit enrollment for school year 2010-2011 was 12,263 unique students1

a majority of dual credit students are female, at approximately 57 percent of enrollment;

, an increase of 1,278 students over the previous school year;

the subject areas that experienced the highest enrollment of dual credit students were:

English Language and Literature/Letters; and Health Profession and Related Clinical Services;

the majority of dual credit students (60 percent) limit themselves to a single course

during the school year, while 25 percent of students enroll in two dual credit courses; the most popular dual credit programs at postsecondary institutions were at Central

New Mexico Community College (CNM), Doña Ana Community College, and New Mexico Junior College;

online delivery of dual credit courses has grown in popularity since the inception of dual credit, with the spring semester of 2011 experiencing the highest percentage of online course delivery (17 percent) in recent years; and

an increasing percentage of dual credit courses is being taught on college campuses, rather than on high school campuses; and

• in August, the committee recorded an update of the state’s dual credit program by staff

from the Center for Education Policy Research (CEPR). Based on analysis of approximately 20,000 high school seniors, 6,000 community college students, and 6,000 university students, CEPR staff reported that dual credit programs appear to:

be an effective, large-scale policy initiative aimed at improving student success; be associated with increased levels of student performance in both high school and

higher education; reduce the long-term costs of education and provide potential benefits on students’

life earnings; show that high schools and higher education institutions can work together; need refinement of their content and delivery to ensure consistency and rigor across a

large statewide program;

1 The Annual Report defines unique student as “distinct students that were taking dual credit in any semester.”

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have a number of fundamental issues to overcome if they are to make a permanent difference for large numbers of students; and

need to ensure equity and accessibility of accelerated learning programs to all students.

SELECTED STATISTICS FROM THE NEW MEXICO DUAL CREDIT ANNUAL REPORT FOR SCHOOL YEAR 2011-2012 Pursuant to provisions in current law, the Public Education Department (PED) and HED publish an annual report with regard to New Mexico’s dual credit program. The most recent report was published in December 2012 (see Attachment) and contains information for school year 2011-2012, including:

• types of dual credit data collected (page 9); • dual credit enrollment information for the summer 2011, fall 2011, and spring 2012

(page 10); • dual credit enrollment by ethnicity (page 11); • participation by public school district/charter school, Bureau of Indian Education (BIE)

schools, and state institutions (pages 12-22); • subject area of dual credit courses (pages 23-24); • number of classes taken (page 25); • course grade distribution (pages 26-27); • enrollment by postsecondary institution (page 28); • dual credit hours as a percentage of total institution credit hours (page 29); • course delivery and course location (page 30); and • funds disbursed for instructional materials related to dual credit (page 31).

Enrollments

• dual credit enrollment for school year 2011-2012 was 11,666 unique students; • a majority of dual credit students are female, at approximately 55 percent of enrollment; • the subject areas that experienced the highest enrollment of dual credit students were:

English language and literature/letters; health profession and related clinical services; and mathematics and statistics.

• the majority of dual credit students (59 percent) limit themselves to at least a single

course during the school year, while 26 percent of students enroll in two dual credit courses;

• provisions of the A-B-C-D-F Schools Rating Act requires that students in dual credit courses achieve a grade of “C” or better in order to be considered successful. Under that standard, 77 percent to 78 percent of the enrollees met the success criterion in school year 2011-2012;

• the most popular dual credit programs at postsecondary institutions were at CNM, Doña Ana Community College, and New Mexico Junior College;

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• online delivery of dual credit courses has grown in popularity since the inception of dual credit, with the spring semester of 2012 experiencing the highest percentage of online course delivery (19 percent) in recent years; and

• an increasing percentage of dual credit courses are being taught on college campuses, rather than on high school campuses.

BACKGROUND Current Law In 2007, the LESC endorsed successful legislation to create, for the first time, a dual credit program in state law. With amendments in 2008 and 2010, current law:

• defines the term “dual credit program” as “a program that allows high school students to enroll in college-level courses offered by a public postsecondary educational institution or tribal college that may be academic or career-technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate”;

• establishes two eligibility criteria for students wishing to participate in the program:

enrollment in a regular public school, charter school, state-supported school or BIE high school in one-half or more of the minimum course requirements; and

permission from a school counselor, the school principal, or the head administrator of a charter school or BIE high school;

• allows a student who has met the eligibility criteria in a fall or winter semester and who

has not graduated or earned a general education development certificate to take courses for dual credit in the immediately succeeding summer semester;

• requires the school district, charter school, and state-supported school or BIE high school to pay for required textbooks and any course supplies through purchase arrangements with the bookstore at the postsecondary institution or some other cost-efficient method;

• required the public postsecondary educational institution or tribal college to waive all general fees;

• requires HED to revise procedures in the higher education funding formula to address enrollments in dual credit courses and to encourage institutions to waive tuition for students taking those courses;

• requires HED and PED to promulgate rules to evaluate the dual credit program; and • requires the departments to make annual reports, including recommendations, to the

Governor and the Legislature. Finally, in 2010, legislation was enacted (Laws 2010, Chapter 36) to bring BIE schools and tribal colleges into the dual credit program.

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Administrative Rules Among related requirements, PED rule, promulgated in association with HED, established the Dual Credit Council, a six-member group that hears appeals from secondary or postsecondary schools and that considers issues not covered by the rules. Other provisions in the rule require:

• the cabinet secretaries of HED and PED to appoint individuals to serve on the council; • the council to consist of an equal number of HED and PED staff with the council chairs

alternating between the departments every two years; • the council to administer an appeals process for local educational agencies, including

school districts and BIE high schools, and postsecondary institutions to address issues outside the scope of the uniform master agreement;

• the council to issue recommendations to the department secretaries on issues not addressed in the agreement, which the secretaries of HED and PED act upon jointly; and

• the two state agencies that administered the program – HED and PED – jointly promulgated rules to address the details of the program, and they collaborated on any proposed amendments. These rules also created the Dual Credit Council, a six-member group that hears appeals from secondary or postsecondary schools and that considers issues not covered by the rules.

Dual Credit Uniform Master Agreement Both state law and agency rules require the use of a uniform master agreement, a document signed by representatives of the secondary and postsecondary schools that enumerates the responsibilities of the parties involved that includes:

• a requirement to waive tuition and general fees for high school students participating in their dual credit program;

• a requirement that BIE high schools pay for the cost of textbooks and other required course supplies for postsecondary courses that students enroll in through purchase agreements with the appropriate college bookstore, or other cost-efficient methods;

• a requirement to report various data about each student and their participation in the dual credit program, including:

the name of the student; the student’s school; the student’s grades; dual credit coursework; and the student’s unique state student identification (ID) number; and

• an appendix that lists:

the courses approved for dual credit between the two schools; and the current course code information in the Student Teacher Accountability Reporting

System (STARS) at PED.

Dual Credit Annual Report SY 2011─2012 2 | P a g e

The State of New Mexico

Dual Credit Annual Report For School Year 2011─2012

December 2012

Susana Martinez Governor

Hanna Skandera Secretary-Designate of Public Education

Dr. José Z. Garcia

Secretary of Higher Education

Required Notice The contents of this report were developed under a grant from the U.S. Department of Education (USDOE). However, the contents do not necessarily represent the policy of the USDOE, and should not be regarded as an endorsement by the Federal Government. Copyright Notice This report is copyright free, so no permission is needed to cite or reproduce it for non-profit purposes. If material from it is included in another non-profit publication, cite as follows:

Some information in this report was adapted from Dual Credit Annual Report for School Year 2011–2012, December 2012 which is a copyright-free document published by the New Mexico Public Education Department.

Notes � This document is available at www.ped.state.nm.us and http://hed.state.nm.us. Click on the

PED or HED A–Z directory to locate it under “Dual Credit”.


Acknowledgements

The Secretary-Designate of Public Education and the Secretary of Higher Education thank the following individuals for their contributions to this report:

Dina Advani, Senior Research Analyst, New Mexico Higher Education Department Paul J. Aguilar, Deputy Secretary Finance and Operations, New Mexico Public Education Department Phyllis A. Bass, Strategic Initiatives and Constituent Services Division, New Mexico Public Education Department Michael Chavez, College and Career Readiness, New Mexico Public Education Department Dr. Tom Dauphinee, Deputy Director Assessment and Accountability Division, New Mexico Public Education Department Marcia Knight, Education Administrator, New Mexico Public Education Department Dr. Gerald Pitzl, P–20 Policy Analyst, New Mexico Higher Education Department Brian Salter, IT Business Analyst, New Mexico Public Education Department Heather Romero, Financial Aid Coordinator, New Mexico Higher Education Department Eric Spencer, Director College and Career Readiness, New Mexico Public Education Department Glenn Walters, Deputy Cabinet Secretary, New Mexico Higher Education Department


Table of Contents

Acknowledgements .................................................................................................................3

Executive Summary ................................................................................................................5

Introduction .............................................................................................................................6

Statutory Requirements ...........................................................................................................8

Detailed Report .......................................................................................................................9 Demographic Description .....................................................................................................9 Provisions for Collecting and Disseminating Annual Data ...................................................9 Evaluation of the Dual Credit Program ............................................................................... 31 Initiatives—Recommendations .......................................................................................... 32

Trends ................................................................................................................................... 33

Conclusion ............................................................................................................................ 34 Dual Credit Responsibilities ............................................................................................... 37 Glossary and Acronyms ..................................................................................................... 38


Executive Summary Every New Mexico high school student has the opportunity to enroll in postsecondary courses through the Dual Credit (DC) program which provides access to academic or career-technical course options that deliver simultaneous credit toward high school graduation and a postsecondary degree or certificate. The Public Education Department (PED) and the Higher Education Department (HED) form a collaborative entity entitled the Dual Credit Council (DCC) to actualize this vision for the high school students of New Mexico. Key data-driven components collected during the 2011–2012 school year illustrate the following:

� The majority of students (60%) limit themselves to a single dual credit course during the academic year.

� New Mexico’s School Grading Accountability system requires that students in dual credit courses achieve a grade of “C” or better in order to be considered successful. Under that standard, 78% to 81% of the enrollees met the success criterion in school year 2010–2011.

� The growth of online delivery of dual credit coursework has almost doubled in the past three years, from 9% to 17%.

The 2010–2011 Dual Credit Annual Report identifies and incorporates the following state DC initiatives:

� Aligning New Mexico’s High School Competencies with College Placement and Career Readiness Expectations

� Affording access to dual credit courses for every New Mexico high school student � Engaging the DCC in educational transformation � Delivering Professional Development (PD) for the successful completion of dual credit

courses � Providing meaningful opportunities for Parental Involvement (PI) � Ensuring College and Career Readiness (CCR)

To fulfill our pledge of providing every student with a valuable, worthwhile education and hold ourselves accountable for progress and results, it is essential that our P–20 education system integrate continuous improvement within our regulations, policies, actions, and investments ensuring a strategic and coherent system. Dual credit delivers a successful acceleration mechanism which, when interwoven with stewardship for New Mexico's students’ educational coursework facilitates alignment with the students’ postsecondary goals.


Introduction

The New Mexico Dual Credit Program allows high school students to enroll in college-level

courses offered by a postsecondary educational institution or tribal college that may be

academic or career-technical, but not remedial, developmental or a physical education course.

These can be done simultaneously to earn credit towards high school graduation and a

postsecondary degree or certificate. Dual credit supports P–20 education by working to improve

pre-natal to adulthood education, maximizing students’ educational attainment, providing

opportunities for success in the workforce and ensuring contributions to their local communities.

According to the U.S. Department of Education, College Completion Took Kit, the best jobs and

fastest growing firms, whether in biosciences, technology, manufacturing, trade, or

entertainment, will gravitate to communities, regions, and states with a highly qualified

workforce. In the coming decade, individuals with professional certificates and postsecondary

education degrees at the associate, bachelor’s and graduate levels are projected to continue to

experience higher levels of employment and wage growth than those without.

To facilitate and improve the dual credit initiative in New Mexico, the Cabinet Secretaries of the

Higher Education Department (HED) and Public Education Department (PED) each appoint

three individuals to the Dual Credit Council as per rule at 6.30.7 NMAC. The Council Chairs

alternate between the departments every two years.

The Council makes recommendations to the Cabinet Secretaries on issues not addressed in the

rule including the following:

� Determining an alignment of course content to administer the appropriate credit ratio

� Administering an appeals process for local education agencies (LEAs) and

postsecondary institutions

� HED and PED secretaries will act jointly in responding to recommendations


The HED and the PED have developed a collaborative systematic practice in order to facilitate

the successful, dynamic New Mexico dual credit process for high school students. This practice

contains the following elements;

� Investing in relationships with colleges

� Modeling collaborative behavior

� Ensuring requisite communication and resolution skills

� Understanding role clarity by Institutions and LEAs

� Supporting a strong sense of community

� Assigning team members that are both task and relationship oriented

By implementing this practice the HED and the PED have consistent, engaging communication

that enables high school students throughout New Mexico to successfully complete the dual

credit courses.


Statutory Requirements This section describes the laws and rules that apply to dual credit in relevant part as follows: 21-1-1-2. NMSA 1978 Dual credit for high school and postsecondary classes. G. The higher education department and the public education department shall adopt and

promulgate rules to implement a dual credit program that specify:

(7) provisions for collecting and disseminating annual data, including:

(a) the number of students taking dual credit courses;

(b) the participating school districts, charter schools, state-supported schools, bureau

of Indian education high schools, public post-secondary educational institutions

and tribal colleges;

(c) the courses taken and grades earned;

(d) the high school graduation rates for participating school districts, charter schools,

state-supported schools and bureau of Indian education high schools;

(e) the public post-secondary educational institutions and tribal colleges that

participating students ultimately attend; and

(f) the cost of providing dual credit courses.

H. The higher education department and the public education department shall evaluate

the dual credit program in terms of its accessibility to students statewide and its effect on:

(1) student achievement in secondary education;

(2) student enrollment and completion of higher education; and

(3) school districts, charter schools, state-supported schools, bureau of Indian education high

schools, public post-secondary educational institutions and tribal colleges.

I. The departments shall make an annual report, including recommendations, to the governor

and the legislature.


Detailed Report

Demographic Description

Provisions for Collecting and Disseminating Annual Data

A Memorandum of Understanding (MOU) between the PED and the HED has been

implemented to ensure that data validations for dual credit program participation are addressed

on an annual basis This MOU provides the means by which provisions for collecting and

disseminating annual data are accomplished.

Types of Dual Credit Data Collected

� Social Security Number (SSN)

� Student Teacher Accountability

Reporting System Identification

(STARS ID)

� Demographic

o Name

o Ethnicity

o Gender

o Birth date

� High School

� Postsecondary Institution

� Type of Courses Taken

� Credit Hours

� Grades

� Year of High School Graduation

� Methods of Course Delivery

� Course Location

Currently the four tribal institutions are not included but the HED is pursuing agreements in future to capture this data.


The Number of Students Taking Dual Credit Courses

A total of 11,666 students enrolled in one or more dual credit courses in school year 2011–2012.

This figure represents 12.0% of the total high school population in grades 9–12.


Of reported single ethnicities of enrollees, Hispanic and American Indian students are

enrolling in dual credit courses at a slightly lower rate (50% and 5%) than is found in the

high school population (58.22%% and 10.84%). This pattern is reversed for White

students who are represented in higher numbers in the dual credit population (29%)

when compared to their high school prevalence (27.05%). It is notable that 10% of the

dual enrollees did not identify themselves in a single ethnic category. It is likely that

these students were multiracial and found difficulty in declaring a single ethnicity, or

preferred anonymity. In any case, these figures should be interpreted with caution since

nearly one-sixth of the ethnicities are unknown.


The chart below incorporates the following statutory data requirements:

� Participating Entities (Includes the participating school districts, charter schools, state-

supported schools, Bureau of Indian Education high schools, public postsecondary

educational institutions, and tribal colleges)

� High School Graduation Rates (the high school graduation rates for participating school

districts, charter schools, state-supported schools, and Bureau of Indian Education high

schools)

� Participating Public Postsecondary Educational Institutions (The public postsecondary

educational institutions, and tribal colleges that participating students ultimately attend)

� Participating Entities

� High School Graduation Rates

� Participating Public Postsecondary Educational Institutions

o Memorandum of Agreement (MOA)

o Agreed upon Dual Credit Courses per MOA

Local Education Agency (LEA)

Student Records (N)

4—Year Cohort Graduation Rate Class of 2011 Postsecondary Institution MOA

Agreed Upon Dual Credit Courses Per MOA

Statewide All Schools All Students 37,834 63.0% Alamogordo Public Schools 534 83.2% New Mexico State University Alamogordo Yes Yes

Albuquerque Public Schools 7,654 63.4%

Albuquerque Talent Development Secondary 61 27.0% Central New Mexico Community College Yes Yes

Bataan Charter School 53 61.2% Institute of American Indian Arts Yes Yes

Bataan Military Academy * * University of New Mexico Yes Yes

Career Academic Technical Academy 85 68.2%

Digital Arts and Technology Academy 176 37.4% El Camino Real Academy 110 48.6%

Gordon Bernell Charter School 14 34.0%

La Academia De Esperanza 170 16.6%

Los Puentes 106 23.8%

Native American Community Academy 2 *

Nuestros Valores Charter School 67 54.6%

Public Academy for Performing Arts 75 88.3%

Robert F. Kennedy Charter H.S. 167 22.4% School for Integrated Academics and Technologies 185 22.5%

South Valley Academy 75 68.6% The Albuquerque Talent Development Secondary Charter School 61 27.0%

Legend Section Dividers LEA Dividers District Charters



Student Records (N)



Animas Public Schools 24 93.5% Eastern New Mexico University Yes Yes Eastern New Mexico University Roswell Yes Yes University of New Mexico Yes Yes Western New Mexico University Yes Yes Artesia Public Schools 264 79.4% Eastern New Mexico University Roswell Yes Yes New Mexico State University Carlsbad Yes Yes Aztec Municipal Schools 308 64.9% San Juan College Yes Yes Belen Consolidated Schools 456 66.8% Central New Mexico Community College Yes Yes

University of New Mexico Valencia Yes Yes Bernalillo Public Schools 283 60.1% Central New Mexico Community College Yes Yes

Institute of American Indian Arts Yes Yes Bloomfield Schools 295 65.9% San Juan College Yes Yes Capitan Municipal Schools 48 89.4% Eastern New Mexico University Yes Yes Eastern New Mexico University Roswell Yes Yes Eastern New Mexico University Ruidoso Yes Yes Carlsbad Municipal Schools 440 77.5% Jefferson Montessori Academy (Carlsbad) 8 48.8% New Mexico State University Carlsbad Yes Yes Carrizozo Municipal Schools 26 92.1% Eastern New Mexico University Ruidoso Yes Yes Central New Mexico Community College Yes Yes Navajo Technical College Yes Yes Central Consolidated Schools 665 62.9% San Juan College Yes Yes Chama Valley Independent Schools 49 96.3% Northern New Mexico College Yes Yes Cimarron Municipal Schools 52 81.7% Moreno Valley HS (Cimarron) 24 86.0% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Luna Community College Yes Yes UNM-Taos Yes Yes Clayton Municipal Schools 40 >98.0% Mesalands Community College Yes Yes Clovis Community College Yes Yes



Student Records (N)



Cloudcroft Municipal Schools 45 86.3% Eastern New Mexico University Roswell Yes Yes Eastern New Mexico University Ruidoso Yes Yes New Mexico State University Alamogordo Yes Yes

Clovis Municipal Schools 684 72.1%

Clovis Community College Yes Yes Eastern New Mexico University Yes Yes

Cobre Consolidated Schools 99 84.9%

New Mexico State University Doña Ana Community College Yes Yes

Western New Mexico University Yes Yes Corona Public Schools 12 89.6% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Eastern New Mexico University Ruidoso Yes Yes

Cuba Independent Schools 110 66.9%

Luna Community College Yes Yes Northern New Mexico College Yes Yes

Central New Mexico Community College Yes Yes Deming Public Schools 473 61.2% Deming Cesar Chavez Charter High School 103 25.1% Eastern New Mexico University Yes Yes New Mexico State University Yes Yes Western New Mexico University Yes Yes Des Moines Municipal Schools 8 >98.0% Clovis Community College Yes Yes Dexter Consolidated Schools 102 93.3% Eastern New Mexico University Roswell Yes Yes Mesalands Community College Yes Yes Dora Consolidated Schools 49 >98.0% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Eastern New Mexico University Roswell Yes Yes Eastern New Mexico University Ruidoso Yes Yes New Mexico State University Yes Yes

Dulce Independent Schools 70 63.9%

Northern New Mexico College Yes Yes Elida Municipal Schools 15 97.3% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes



Student Records (N)



Española Public Schools 371 45.2% Northern New Mexico College Yes Yes

Estancia Municipal Schools 135 68.6%

Central New Mexico Community College Yes Yes

Eastern New Mexico University Yes Yes Eunice Public Schools 46 77.2% New Mexico Junior College Yes Yes Farmington Municipal Schools 846 65.9% New Mexico State University Yes Yes San Juan College Yes Yes Central New Mexico Community College Yes Yes Floyd Municipal Schools 30 91.2% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Ft. Sumner Municipal Schools 31 94.5% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Mesalands Community College Yes Yes Gadsden Independent Schools 1,129 81.3% Anthony Charter School (Gadsden) 13 58.9% New Mexico State University Yes Yes New Mexico State University Doña Ana

Community College Yes Yes

Gallup-McKinley County Schools 1,241 65.8% Middle College HS (Gallup) 32 82.7% University of New Mexico Gallup Yes Yes Navajo Technical College Yes Yes Grady Municipal Schools 10 92.7% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Grants-Cibola County Schools 344 69.6% Central New Mexico Community College Yes Yes New Mexico State University Grants Yes Yes

Hagerman Municipal Schools 44 81.1%

Eastern New Mexico University Yes Yes Eastern New Mexico University Roswell Yes Yes Hatch Valley Public Schools 119 63.3% New Mexico State University Yes Yes New Mexico State University Doña Ana


Hobbs Municipal Schools 686 64.6% Eastern New Mexico University Yes Yes New Mexico Junior College Yes Yes



Student Records (N)



Hondo Valley Public Schools 13 71.4% Eastern New Mexico University Roswell Yes Yes

Eastern New Mexico University Ruidoso Yes Yes

House Municipal Schools 43 52.1%

Clovis Community College Yes Yes Mesalands Community College Yes Yes Jal Public Schools 35 93.1% New Mexico Junior College Yes Yes University of New Mexico Yes Yes Jemez Mountain Public Schools 30 81.2% Northern New Mexico College Yes Yes University of New Mexico Yes Yes

Jemez Valley Public Schools 54 85.9%

Walatowa Charter HS (Jemez Valley) 21 90.7% Central New Mexico Community College Yes Yes

Eastern New Mexico University Roswell Yes Yes

Institute of American Indian Arts Yes Yes

Northern New Mexico College Yes Yes Lake Arthur Municipal Schools 17 64.9% Eastern New Mexico University Roswell Yes Yes Las Cruces Public Schools 2,226 70.8% Las Montanas Charter HS (Las Cruces) 187 45.2% Eastern New Mexico University Yes Yes New Mexico State University Yes Yes New Mexico State University Doña Ana


San Juan College Yes Yes Las Vegas City Schools 211 75.7% Luna community College Yes New Mexico Highlands University Yes Yes Logan Municipal Schools 29 78.5% Clovis Community College Yes Yes Mesalands Community College Yes Yes Lordsburg Municipal Schools 46 92.6% Western New Mexico University Yes Yes Los Alamos Public Schools 285 88.3% University of New Mexico Los Alamos Yes Yes Los Lunas Public Schools 788 66.4% Central New Mexico Community College Yes Yes Eastern New Mexico University Yes Yes

University of New Mexico Valencia Yes Yes



Student Records (N)



Loving Municipal Schools 45 93.0% Eastern New Mexico University Roswell Yes Yes New Mexico Junior College Yes Yes Lovington Municipal Schools 280 80.3% New Mexico Junior College Yes Yes Magdalena Municipal Schools 37 69.2% Eastern New Mexico University Yes Yes New Mexico Institute of Mining and

Technology Yes Yes

University of New Mexico Valencia Yes Yes Western New Mexico University Yes Yes Maxwell Municipal Schools 5 72.0% Eastern New Mexico University Yes Yes

Luna Community College Yes Yes New Mexico Junior College Yes Yes Northern New Mexico College Yes Yes Melrose Municipal Schools 15 84.4% Eastern New Mexico University Yes Yes Clovis Community College Yes Yes

Mesa Vista Consolidated School District 39 80.5%

University New Mexico Taos Yes Yes Northern New Mexico College Yes Yes

Mora Independent Schools 55 79.5%

Central New Mexico Community College Yes Yes Luna Community College Yes Yes New Mexico Highlands University Yes Yes

University New Mexico Taos Yes Yes

Moriarty-Edgewood Schools 336 70.2%

Central New Mexico Community College Yes Yes Mesalands Community College Yes Yes University of New Mexico Yes Yes Mosquero Municipal Schools 6 >98.0% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Mountainair Public Schools 44 90.3% Central New Mexico Community College Yes Yes Pecos Independent Schools 78 79.2% Luna Community College Yes Yes Peñasco Independent Schools 66 84.9% University New Mexico Taos Yes Yes Northern New Mexico College Yes Yes



Student Records (N)



Pojoaque Valley Schools 191 77.6% Northern New Mexico College Yes Yes Portales Municipal Schools 244 79.6% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Quemado Independent Schools 23 94.9% Luna Community College Yes Yes New Mexico State University Grants Yes Yes Western New Mexico University Yes Yes Questa Independent Schools 44 87.2% University of New Mexico Taos Yes Yes Raton Public Schools 118 74.3% Luna Community College Yes Yes New Mexico Highlands University Yes Yes University of New Mexico Yes Yes Reserve Independent Schools 26 91.8% Western New Mexico University Yes Yes

Rio Rancho Public Schools 1,439 72.9%


University of New Mexico Yes Yes Roswell Independent Schools 817 71.6% Eastern New Mexico University Roswell Yes Yes Eastern New Mexico University Ruidoso Yes Yes Roy Municipal Schools 11 90.1% Clovis Community College Yes Yes Ruidoso Municipal Schools 192 83.9% Eastern New Mexico University Ruidoso Yes Yes San Jon Municipal Schools 20 96.1% Clovis Community College Yes Yes

Eastern New Mexico University Yes Yes Mesalands Community College Yes Yes Santa Fe Public Schools 1,133 56.5% Academy for Technology and the Classics (SFPS) 54 63.7% Eastern New Mexico University Yes Yes

Monte Del Sol (SFPS) 81 70.8% Central New Mexico Community College Yes Yes Tierra Encantada Charter HS (SFPS) 62 20.8% Institute of American Indian Arts Yes Yes Northern New Mexico College Yes Yes Santa Fe Community College Yes Yes



Student Records (N)



Santa Rosa Consolidated Schools 58 80.1% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Luna Community College Yes Yes Silver Consolidated Schools 236 78.2% Central New Mexico Community College Yes Yes Eastern New Mexico University Yes Yes New Mexico State University Yes Yes New Mexico State University Doña Ana


Western New Mexico University Yes Yes Socorro Consolidated Schools 178 75.9% Central New Mexico Community College Yes Yes New Mexico State University Yes Yes

New Mexico Institute of Mining and Technology Yes Yes


Western New Mexico University Yes Yes Springer Municipal Schools 22 84.4% Luna Community College Yes Yes Taos Municipal Schools 301 67.5% Taos Cyber Magnet 14 51.7% University New Mexico Taos Yes Yes Vista Grande (Taos) 69 46.7% Tatum Municipal Schools 32 92.0% Eastern New Mexico University Yes Yes New Mexico Junior College Yes Yes Texico Municipal Schools 53 95.9% Clovis Community College Yes Yes Eastern New Mexico University Yes Yes Mesalands Community College Yes Yes Truth or Consequences Municipal Schools 120 71.5% Eastern New Mexico University Yes Yes New Mexico State University Doña Ana


Western New Mexico University Yes Yes Tucumcari Public Schools 114 75.9% Mesalands Community College Yes Yes Tularosa Municipal Schools 83 90.5% New Mexico State University Alamogordo Yes Yes

Vaughn Municipal Schools 7 73.7%

Clovis Community College Yes Yes




Student Records (N)



Wagon Mound Public Schools 7 >98.0% Luna Community College Yes Yes West Las Vegas Public Schools 186 76.9% New Mexico Highlands University Yes Yes Luna Community College Yes Yes Zuni Public Schools 171 79.5% University of New Mexico Gallup Yes Yes

LEA (State Charters) Academy of Trades and Technology 135 15.1% Central New Mexico Community College Yes Yes

ACE Leadership High School * *

Central New Mexico Community College Yes Yes Albuquerque Institute for Math & Science (AMIS) 40 85.3%


University of New Mexico Yes Yes

Albuquerque School of Excellence * *

Aldo Leopold Charter High School 26 71.5%

Western New Mexico University Yes Yes

Alma d' Arte Charter High 72 97.6%

New Mexico State University Yes Yes

New Mexico State University Doña Ana Community College Yes Yes

Amy Biehl Charter High School 101 51.5%



Cesar Chavez Community School 88 20.0%


Cottonwood Classical Preparatory School 12 62.9%



Creative Education Prep Institute #1 86 51.6%


East Mountain High School (State) 102 86.2%



* School did not have members of the graduation cohort



Student Records (N)



Gilbert L. Sena Charter High School (State) 82 38.8% Central New Mexico Community College Yes Yes Media Arts Collaborative Charter School, Albuquerque NM 86 54.8%




New Mexico School for Arts *

Santa Fe Community College Yes Yes


School of Dreams Academy *


Southwest Secondary Learning Center 78 94.5%



Taos Academy Charter School 7 95.7%


University New Mexico Taos Yes Yes

The ASK Academy *



The Great Academy *




The Learning Community 42 70.0%


The MASTERS Program 26 76.8%

Santa Fe Community College Yes Yes

The New America School 61 34.7%

Central New Mexico Community College Yes Yes Tierra Adentro: The NM School of Academics, Arts & Artesania *



University of New Mexico Taos Yes Yes

* School did not have members of the graduation cohort



Student Records (N)



LEA (Bureau of Indian Education) Alamo Navajo * University of New Mexico Valencia Yes Yes

Mescalero *

Eastern New Mexico University Ruidoso Yes Yes

Navajo Preparatory School *

San Juan College Yes Yes

Pine Hill School *

New Mexico State University Grants Yes Yes

Santa Fe Indian School *


Northern New Mexico College Yes Yes

Tohajilee Community School *


Wingate *

LEA (State Institutions)

CYFD *

Juvenile Justice 202 9.0% Santa Fe Community College Yes Yes


Children’s PSYC 23 23.3% New Mexico Corrections * New Mexico School for the Blind & Visually Handicap 4 <2.0% New Mexico School for the Deaf 11 71.2% Sequoyah (NM DEPT OF HEALTH) 31 66.9% * School did not have members of the graduation cohort

Cohort of 2011 4-Year Statewide Graduation Rates

Dual Credit students (about 49% of the cohort membership)

90.7%

Non Dual Credit students

58.1%


The Courses Taken and Grades Earned

Eligible college courses that –Are academic or career technical; and, –Earn credit toward high school graduation and a postsecondary degree or certificate. Please note: remedial, developmental, and physical education activity courses are not eligible for dual credit.

•Courses may be taken as elective or core and –Must meet the PED standards and benchmarks; –Shall meet the rigor for postsecondary institution credit; –May be offered at LEAs, postsecondary institutions, and off-campus centers; and, –May be delivered during or outside of regular LEA hours or via distance learning.

•There is no state limit to the number of credits a student may earn through dual credit in an academic term.

•Successful completion of three credit hours of postsecondary instruction shall result in the awarding of one high school unit.


Certain content areas attract greater numbers of participants, possibly because these credits

are required for high school completion. In either fall or spring semester these subject areas

served 500 or more enrollees:

� Computer and information sciences

� English Language and literature / letters

� Biological and biomedical science

� Mathematics and statistics

� Psychology

� Social science

� Mechanic and repair technology / technicians

� Visual and performing arts

� Health profession and related clinical sciences

� Business management, marketing, and related

CIP Codes Title Enrollment

1 Agriculture and related sciences 220

3 Natural resources and conservation 33

4 Architecture and related services 1

5 Area ethnic cultural and gender studies 45

9 Communication and journalism 303

10 Communications technologies 171

11 Computer and information sciences 668

12 Personal and culinary services 244

13 Education 325

14 Engineering 49

15 Engineering technologies / technicians 459

16 Foreign language, literatures, linguistics 487

19 Family and consumer / human science 152

22 Legal profession and studies 13

23 English language and literature / letters 1,249

24 Liberal arts, general studies, humanities 486

26 Biological and biomedical science 608

27 Mathematics and statistics 924

28 Military Science 2

30 Multi / interdisciplinary studies 70

31 Park, recreation, leisure, and fitness 11

CIP Codes Title Enrollment

32 Basic skills 49

34 Health Related Knowledge 2

36 Leisure and recreational 34

37 Personal awareness and self-improvement 425

38 Philosophy and religious studies 150

40 Physical science 470

41 Science Technology/Technicians 4

42 Psychology 623

43 Security and protective services 288

44 Public administration and social service professions 33

45 Social science 643

46 Construction trades 278

47 Mechanic and repair technologies/technicians 416

48 Precision production 320

49 Transportation and materials moving 1

50 Visual and performing arts 774

51 Health profession and related clinical sciences 1,314

52 Business, management, marketing, and related 597

54 History 409

Subject Area of Dual Credit Courses Spring 2012


Students may accumulate dual course credits by enrolling in a single course each semester

(summer, fall, and spring), or by taking more than one class in a single semester. The

majority of students limit themselves to a single course during the academic year, which may

represent a student’s using this opportunity to sample the college experience. A smaller

number of students accumulate two classes in a school year, followed by students that

appear to be aggressively pursuing college credit with three or more classes in a single year.

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

1 Class 2 Class 3 Class 4 Class 5 Class 6+ Class

4242

1885

722

266 121 41

4849

2176

793

273 83 42

Number of Classes Taken

Fall 11Spring 12


New Mexico’s School Grading Accountability system requires that students in dual credit

courses achieve a grade of “C” or better in order to be considered successful. Under that

standard, 77% to 78% of the enrollees met the success criterion in school year 2011─2012.

Of the remaining students considered unsuccessful, a large portion did not receive a credit-

bearing grade (“Other”). These students may elect to audit a course which results only in a

final “Pass” or “Fail” or the student may drop out prior to receiving a grade. In either case,

they do not meet the requirements for success in career and college readiness.

Any comparison of achievement between genders yields inconclusive findings. One may

conclude that the dual credit experience seems to profit each group equitably.

-

1,000

2,000

3,000

4,000

5,000

6,000

A B C D F Other

4,760

3,067

1,508

544 597

1,583

5,332

3,437

1,757

654 673

1,481

Course Grade Distribution

Fall 11

Spring 12


1,853

1,305

762

287 288

707

2,877

1,750

740

257 306

852

0

500

1,000

1,500

2,000

2,500

3,000

3,500

A B C D F Other

Course Grade Distribution by Gender Fall 2011

Male Female

1,975

1,396

776

311 289 573

3,172

1,927

925

323 351

834

0

500

1,000

1,500

2,000

2,500

3,000

3,500

A B C D F Other

Course Grade Distribution by Gender Spring 2012

Male Female

OTHER includes Pass / Fail, Credit / No Credit, Withdrawals, No Grade, etc.


There are 24 institutions that generally participate in the dual credit endeavor (please see

key to institution names in the glossary). The institutions that serve a preponderance of

students are Central New Mexico Community College in Albuquerque, the New Mexico

State University Dona Ana Branch in Las Cruces, and the New Mexico Junior College in

Hobbs, and to a lesser extent, Eastern New Mexico University branch in Roswell, and the

University of New Mexico branch in Taos. These counts of student enrollments should be

viewed in the context of the institutions total enrollment and size.

0

200

400

600

800

1000

1200

1400

1600N

MIM

T

NM

SU

UN

M

ENM

U

NM

HU

NN

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MU

ENM

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Dual Credit Enrollment at Postsecondary Institutions

Fall 11

Spring 12


0% 0% 0%

3%

1%

3%

7%

4%

11%

4%

15%

4%

6%

0%

3%

13%

5%

2%

3%

12%

14% 14%

2%

4%

0% 0% 0%

3%

1%

5%

8%

7%

13%

4%

16%

4%

8%

0%

13%

17%

10%

2%

7%

12% 13%

15%

3%

4%

Dual Credit Hours as a Percentage of Total Institution Credit Hours

Fall 11 Spring 12

The portion of the institution’s resources that are dedicated to dual credit can be

represented by the percentage of total institution credit hours. This standardization takes

into account the size of the institution and the size of the total student body. The

institutions for which dual credit students consistently comprise a significant share of their

work include NMSU Carlsbad Branch (15%–16%), UNM Taos Branch (13%–17%), and

NMJC (14–15%). While CNM serves the largest volume of dual credit students, this

accounts for only 2% of its total student program.


The growth of online delivery of dual credit coursework has increased during the past

three years, from 13% to 19%. While figures show that on-campus delivery is associated

with slightly poorer grades, one may conjecture that attending a dual credit course on

campus introduces the student to the college culture, and may assist in their transition to

this setting after graduation. Sufficient data do not yet exist on whether the online delivery

produces any better outcomes in student success.

Course Delivery and Course Location

Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12

13% 16% 16% 17% 15%

19%

87% 84% 84% 83% 85%

81%

Online vs. Regular Instruction Web Based Regular

Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12

45% 46% 41% 43% 44% 45%

55% 54% 59% 57% 56% 55%

High School vs. College Campus High School College


The Cost of Providing Dual Credit Courses

The PED disbursed a total of $812,300 during fiscal year 2012 for instructional materials related

to dual credit.

Evaluation of the Dual Credit Program The HED and the PED evaluation of the dual credit program in terms of its accessibility to

students statewide and its effect on school districts, charter schools, state-supported schools,

Bureau of Indian Education high schools, public postsecondary educational institutions, and

tribal colleges confirms the following:

� the collaborative partnership forged between the PED and the HED supports dual credit

courses throughout New Mexico � the systemic structure for offering dual credit courses is providing effective, diverse dual

credit course offerings to New Mexico high school students � 11,666 individual students completed dual credit courses during the 2011–2012

academic year � data must be used effectively and efficiently to drive decision making

� the HED/PED collaborative P–20 focus must remain on accelerating student learning

while reducing costs

� specific progress indicators, including the postsecondary institution’s number and

percentage of students who complete courses, the grade achieved, and the course

delivery option must be used


Initiatives—Recommendations

The 2010─2011 Dual Credit Annual Report identifies and incorporates the following state DC

initiatives:

� Aligning New Mexico’s High School Competencies with College Placement and

Career Readiness Expectations

� Affording access to dual credit courses for every New Mexico high school student

� Engaging the Dual Credit Council (DCC) in educational transformation

� Delivering Professional Development (PD) for the successful completion of dual credit

courses

� Providing meaningful opportunities for Parental Involvement (PI)

� Ensuring College and Career Readiness (CCR)

“In a comprehensive report to the Legislative Finance Committee (LFC) on December 7, 2011

comparing various aspects of higher education at the two IHEs (Central New Mexico and Dona

Aña Community Colleges), information on the Dual Credit Program statewide is included.

Evidence suggests that exposing students to higher levels of academic preparation, such as

those provided by dual credit, can increase the likelihood of degree completion. Further, college

costs are decreased for a student that has received course credit toward graduation by taking

dual credit course in high school. The report notes, as well, that students completing dual credit

courses also scored higher on standards-based assessments.”1

“When appropriately implemented, performance-based formulas consider the needs of

institutions and provide heightened support to those serving the most disadvantaged

populations. This approach of providing funding where it is needed most, coupled with

heightened institutional responsibility for student progress and eventual completion, promises to

create a fairer, more efficient, and more productive system of state higher education financing

that supports student success.”2

1 HED Commentary, Program Evaluation Team, LFC Report On Higher Education — Central New Mexico And Doña Ana Community Colleges, Legislative Finance Committee, December 7, 2011. 2 College Completion Toolkit, US Department of Education, page 11.


Trends There are approximately 330,000 students in grades K–12 and New Mexico’s demographics include 59% Hispanic, 26% White, 10% Native American, and 2% are African American, and 1% are Asian or of other ethnicity. New Mexico is ranked 36th in overall population size, has the fifth largest land mass in the U.S. and ranks 45th in population density. Some of the state’s unique challenges include having only 6.3 people per square mile. This presents a challenge because of being hard to educate students in rural areas, particularly on Indian Reservations. New Mexico’s majority-minority status presents our state with a unique opportunity to lead the way in increasing academic success for every student and closing the achievement gap. Education is the key to America’s growth which helps lead to good jobs and higher earning power in America. The benefits from dual credit enrollment and trends that are occurring across the U.S. are as follows: • Facilitating the transition between high school and college • Allowing students to complete a degree faster • Reducing costs for a college education • Reducing high school dropout rates • Preparing students for college work and reducing the need for remedial coursework • Enhancing the high school curriculum • Making more effective use of the senior year in high school • Developing the connection between high school and college curricula • Raising the student’s motivation and goal to attend college • Acclimatizing students to the college environment • Freeing space on college campuses • Improving relationships between colleges and their communities • Easing recruitment of students to college • Enhancing opportunities for underserved student populations National studies indicate that participation in dual credit correlates positively with college enrollment, persistence in college, and higher college grade point averages. Data from New Mexico shows higher persistence and completion rates for dual credit students. This is an important consideration because dual credit eligibility standards limit participation to those who are deemed ready to attempt college-level work while in high school (a group more likely to have better outcomes).


Conclusion The Dual Credit Program is designed to address the problems which have made it difficult for

students to succeed using the community college pathway to graduation. This program also

provides a seamless transition from high school to college, greater likelihood of success in

subsequent collegiate work and chances of earning a high school diploma and college degree.

Other benefits include, there will be a reduced cost of enrolling in higher education courses, an

opportunity to access college facilities and resources such as tutoring services, computer labs

and counseling services. It will also enhance skills needed to be successful at the collegiate

level such as management skills, critical thinking skills and study skills.

Dual Credit also provides a variety of experiences for students as follows:

� Opportunities in Career Technical programs of study

� Challenging coursework for those who have surpassed typical curriculum

� Inspiration for those who might otherwise not be interested in graduating from high

school or beyond

� Familiarity for those who are interested in the “college experience”

� Action plans for those whose Next Step Plan calls for higher education

� Keep students interested and engaged in high school for the full four years

Dual Credit Programs help align secondary and postsecondary curricular expectations for our

students by preparing students to graduate at a higher rate, enter college at a higher rate, and

require less remediation in college.

� Key data-driven components collected during the 2011–2012 school year illustrate the

following:

o The majority of students (60%) limit themselves to a single course during the

academic year.

o New Mexico’s School Grading Accountability system requires that students in dual

credit courses achieve a grade of “C” or better in order to be considered

successful. Under that standard, 78% to 81% of the enrollees met the success

criterion in school year 2011–2012.

o The growth of online delivery of dual credit coursework has almost doubled in the

past three years, from 9% to 17%.


According to the New Mexico Public Education Department’s Strategic Plan, New Mexico’s

minority status presents our state with a unique opportunity to lead the way in increasing

academic success for every student and closing the achievement gap. Dual Credit will assist in

these challenges.


Appendices


Dual Credit Responsibilities

Main Postsecondary Institution Responsibilities � Designate a representative to manage the Dual Credit program � Determine, in collaboration with the LEA, the required academic standing of each eligible

student � Provide information and orientation to the student and parent/guardian � Waive all general fees and tuition for high school students � Make every effort to adopt textbooks for at least three years � Track progress of dual credit enrolled students on the issue of academic performance

and provide reports, as needed, to the LEA � Provide final grades to the LEA for each dual credit student

Main LEA Responsibilities � Designate a representative to manage the Dual Credit program � Determine, in collaboration with the Postsecondary Institution the required academic

standing of each eligible student � Qualify students based on factors which may include academic performance, next step

plan, assessments and guidance � Provide information and orientation to the student � Notify the postsecondary institution if the student’s schedule of classes is in conflict with

the school endorsed registration � Provide appropriate accommodations for special education students � Pay the cost of the required textbooks � Collaborate to offer dual credit courses at the high school site � Record, unchanged, the grade given to the dual credit student by the postsecondary

institution on the high school transcript

Main Student Responsibilities � Qualify by being enrolled for ½ or more of required LEA credits or being in attendance at

a BIE-funded high school at least three contact hours per day � Meet LEA and postsecondary institution requirements to enroll � Complete the form and obtain permission from the LEA and postsecondary

representative � Return textbooks to the LEA � Arrange transportation to the site of the dual credit course � Be responsible for course-specific (e.g. lab, computer) fees � Adhere to schedules for both LEA and postsecondary � Sign the FERPA release form, along with parent or guardian


Glossary and Acronyms Glossary ACT High School Code The unique code provided to each high school by ACT, Inc., a 501(c)(3) not-for-profit organization. Agreement The dual credit master agreement. Bureau of Indian Education High School A school located in New Mexico that is under the control of the Bureau of Indian Education of the United States Department of the Interior. Classification of Instructional Program (CIP) A taxonomic coding scheme that contains titles and descriptions of instructional programs, primarily at the postsecondary level The CIP was originally developed to facilitate the United States department of education national center for education statistics’ collection and reporting of postsecondary degree completions, by major field of study, using standard classifications that capture the majority of program activity. Common Core The common general education core of lower division college-level courses for which, pursuant to Subsection D of Section 21-1B-3 NMSA 1978 and 5.55.3.9 NMAC credit is eligible for transfer from one public postsecondary institution to another and is applied toward requirements for postsecondary graduation and receipt of a degree. Concurrent Enrollment Enrollment of high school students in courses at the postsecondary level that are not designated as dual credit This includes courses not listed within the dual credit master agreement between the eligible LEAs and postsecondary institution. Students who are concurrently enrolled may also be enrolled in the dual credit program if they meet eligibility requirements as specified in 6.30.7 NMAC. Core Course Courses required for high school graduation as defined in 22-13-1.1 NMSA 1978, excluding physical education activity courses and electives. Developmental Course Courses with CIP codes of 32.0101, 32.0107, or 32.0199 that fall within the basic skills or career exploration/awareness skills categories. Dual Credit Council An advisory group consisting of staff of the PED and the HED that issues recommendations to the cabinet secretaries of the public education and higher education departments regarding dual credit issues outside of the scope of the agreement.


Dual Credit Program A program that allows high school students to enroll in college-level courses offered by a public postsecondary educational institution or tribal college that may be academic or career-technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate. Elective Course Courses defined and approved as such by local school boards. FERPA The Family Educational Rights and Privacy Act 20 U.S. Code 1232g. Form The dual credit request form. General Fees As defined in 5.7.18 NMAC and Subsection B of Section 21-1-4-NMSA 1978 means a fixed sum charged to students for items not covered by tuition and required of such a proportion of all students that the student who does not pay the charge is an exception. General fees include fees for matriculation, library services, student activities, student union services, student health services, debt service, and athletics. An institution may charge fees in addition to general fees that are course-specific or that pertain to a smaller proportion of students. Indicator Statistics used to measure current conditions as well as to forecast trends. Indicators are used extensively in technical analysis to predict changes in trends or patterns. Individualized Education Program or IEP A written statement for a student with a disability that is developed, reviewed, and revised in accordance with the Federal Individuals with Disabilities Education Act at 34 CFR Secs. 300.320 through 300.324. Initiative The power or ability to begin or to follow through energetically with a plan or task, enterprise, and determination. Local Educational Agency (LEA) A district as defined in 6.29.1.7 NMAC (a public school district, a state-chartered charter school or a state educational institution), or a Bureau of Indian Education-funded high school. Physical Education Activity Course Courses with CIP code of 36.0108. Postsecondary Institution A public postsecondary educational institution operating in the state, including a community college, branch community college, technical vocational institute, four-year educational institution, and tribal colleges.


Remedial Course Courses with CIP codes of 32.0104 or 32.0108 that fall within the numeracy and computational skills, precollegiate mathematics skills, precollegiate reading skills, precollegiate writing skills, or communications skills categories. Tribal College A tribally, federally or congressionally chartered postsecondary educational institution located in New Mexico that is accredited by the North Central Association of Colleges and Schools.

Acronyms CCSS Common Core State Standards

CTE Career and Technical Education

CCR College and Career Readiness Bureau

DC Dual Credit

FAFSA Free Application for Federal Student Aid

GED General Educational Development

HEA Higher Education Act

HED Higher Education Department

IDEA Individuals with Disabilities Education Act

LEA Local Educational Authority

OVAE Office of Vocational and Adult Education

PD Professional Development

PED Public Education Department

SSN Social Security Number

STARS ID Student Teacher Accountability Reporting System (STARS) Identification Number

(ID)


Abbreviation Institution and Campus Name

Institution Campus Institution Campus CCC Clovis Community College Main CNM Central New Mexico Community College Main ENMU Eastern New Mexico University Main ENMU Ros Eastern New Mexico University Roswell Branch ENMU Rui Eastern New Mexico University Ruidoso Center LCC Luna Community College Main MCC Mesa lands Community College Main NMHU New Mexico Highlands University Main NMIMT New Mexico Institute of Mining & Tech Main NMJC New Mexico Junior College Main NMSU New Mexico State University Main NMSU A New Mexico State University Alamogordo Branch NMSU C New Mexico State University Carlsbad Branch NMSU G New Mexico State University Grants Branch NMSU DA New Mexico State University Dona Ana Branch NNMC Northern New Mexico College Main SFCC Santa Fe Community College Main SJC San Juan College Main UNM University of New Mexico Main UNM G University of New Mexico Gallup Branch UNM LA University of New Mexico Los Alamos Branch UNM V University of New Mexico Valencia Branch UNM T University of New Mexico Taos Branch WNMU Western New Mexico University Main

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